Didactic-Mathematical Knowledge in the training of Mathematics teachers: a study from the perspective of the Ontosemiotic Approach

Resumo

Context: the appropriation of knowledge by future Mathematics teachers is based on studies, experiences and actions that make them experience practical and theoretical elements necessary to make them reflective and critical professionals about mathematical practices. Objectives: to investigate perceptions and understandings of future Mathematics teachers who responded to hypothetical teaching and learning situations of a professional dimension in the light of an analysis within the scope of Didactic-Mathematical Knowledge arising from the Ontosemiotic Approach, regarding teaching and learning situations professional dimension. Design: the investigation consists of a qualitative perspective that lists three teaching and learning situations of a professional dimension, elaborated from a mediational, affective, interactional, and ecological perspective that were subjected to analysis by future teachers. Context and participants: the investigation was constituted from a critical-reflective analysis perspective that considers the perceptions of three future teachers, academics from a Mathematics degree course. Data collection and analysis: data were collected from problem situations of a professional dimension submitted to future teachers and analyzed against Didactic-Mathematical Knowledge of an interactional, mediational, affective, and ecological nature, within the scope of the Ontosemiotic Approach. Conclusions: in the situation of teaching learning based on ecological knowledge, future teachers recognized the importance of adapting the curriculum to the needs of students. Regarding the situation based on interactional and affective knowledge, they are sensitive to understanding that affective relationships and direct interaction with students direct the teaching process towards effective learning. Finally, in the mediational dimension, they converge on the need for collaborative, integrated teaching that is attentive to technological changes.